Cc597 598 seminar sylllabus fall 2014 updated 27 august 13 (autosaved)

Practicum & Internship Seminar I CC 597 Internship Seminar II CC 598 Monday 1:00 PM – 3:50 PM

3 Credit Hours Fall 2014/Spring 2015

Course Introduction

Instructor: Dr. Sheila Cuomo

Office Hours: You can schedule an appointment with me or meet 30 minutes before class

Phone: 240-460-2901

E-mail: [email protected] or [email protected]

Course Website: https://secure.ecollege.com/tcspp/index.learn?action=login

Official Course Description This applied experience is an opportunity for students to demonstrate understanding of key concepts in

counseling psychology and professional counseling in a work setting. Training includes a variety of activities that a professional counselor is expected to perform, such as interviewing and intakes;

individual, group, and family counseling; psychoeducational presentations and staff/case conference time. Registration in CC 597 /CC 598 requires attendance in weekly seminars in the fall and spring

semester. This seminar is taken contiguously with the clinical training field placement experience.

Chicago School Institutional Learning Goal Addressed Scholarship—Students will demonstrate a comprehensive conceptualization of their clinical cases by

applying evidence based research. Diversity—Students will demonstrate understanding of the role of individual and multicultural identities

in the therapeutic relationship. Issues of culture are pervasive throughout the course. Professional Behavior—Competency is evidenced by the ability to apply ethical and professional

standards to the therapeutic relationship. Professional Practice—Competency is evidenced by the ability to apply effective assessment and

interventions while forming professional therapeutic relationships.

Program Competency Addressed Assessment—Competency is demonstrated by: utilizing both informal and formal assessment tools; an

ability to formulate a valid diagnosis; and demonstration of effective communication of assessment results and recommendations.

Consultation & Education—Competency is demonstrated by effective written and oral presentation skills. Further demonstration is shown by peer consultation, giving and receiving feedback, and

the development of productive relationships with colleagues. Ethical & Professional Behavior—Competency is evidenced by the ability to apply ethical and

professional standards to interactions with clients, peers, supervisors, and clinical team members. Competency is further evidenced by the understanding of legal obligations that may or may not conflict with ethical guidelines.

Individual & Cultural Differences—Competency is the recognition and understanding of race, ethnicity, gender, sexual orientation, socioeconomic status, age, religious belief, ability/disability,

privilege, prejudice, oppression, and sociopolitical structures. It is further evidenced by one’s

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Practicum/Internship & Seminar Syllabus Page 2 of 20

ability to self-reflect on one’s personal culture and its impact on held values, relationships, and worldview.

Intervention—Competency is demonstrated by the ability to develop and present theoretical case formulations, while also recognizing the limits of one’s chosen theoretical formulation.

Competency is further indicated by the development and implementation of the treatment plan and strategies.

Relationship—Competency is indicated by the development of a therapeutic alliance with clients. Competency is also shown by the development of a constructive relationship with supervisors

so that one is open to feedback. The student will also demonstrate accurate self-reflection. Research & Evaluation—Competency is indicated by the ability to organize, synthesize, and interpret

scholarly information. This information must guide the case formulation, treatment plan, and therapeutic interventions.

ACA Code of Ethics

As counselors in training it is expected that you will abide by the American Counseling Association (ACA) Code of Ethics. A copy can be found:

http://www.counseling.org/resources/codeofethics/TP/home/ct2.aspx

F.8. Student Responsibilities F.8.a. Standards for Students Counselors-in-training have a responsibility to understand and follow the ACA Code of Ethics

and adhere to applicable laws, regulatory policies, and rules and policies governing professional staff behavior at the agency or placement setting. Students have the same

obligation to clients as those required of professional counselors. (See C.1., H.1.)

F.8.b. Impairment Counselors-in-training refrain from offering or providing counseling services when their

physical, mental, or emotional problems are likely to harm a client or others. They are alert to the signs of impairment, seek assistance for problems, and notify their program supervisors

when they are aware that they are unable to effectively provide services. In addition, they seek appropriate professional services for themselves to remediate the problems that are

interfering with their ability to provide services to others. (See A.1., C.2.d., C.2.g.)

CONFIDENTIALITY & TECHNOLOGY:

Students are responsible for maintaining the security of the recorded counseling sessions. Students must keep recordings and any client specific paperwork in a secure location. Students may not send the

recordings electronically to supervisors and/ or instructors. Recordings that are saved electronically must be password protected. Students are responsible for destroying the recorded sessions.

http://www.counseling.org/resources/codeofethics/TP/home/ct2.aspx


Course Requirements

1. Training Hours: Requires a minimum of 700 clock hours of on-site supervised training,

including at least one hour of individual supervision from a licensed mental health clinician (e.g., LPC, LCPC, LCSW, LMFT, licensed psychologist) per week. The first 100 hours of the student’s training experience is considered their “practicum” requirement and the subsequent 600 hours

their “internship.” The student is required to provide 280 direct client service hours over the course of the internship training.

Students are expected to keep track of their practicum/internship hours each week. A tracking tool will be provided. At the end of each semester students will enter their hours in the Evaluation

and Hour Log in the Applied Professional Practice database.

2. Clinical Competency Exam (CCE): The Counseling Competency Examination (CCE) is comprised of three (3) distinct components

(written report, recorded session, oral presentation) with the purpose of demonstrating proficiency in the core competencies of the academic program as well as the application of clinical work as

demonstrated in the recorded sessions. This examination illustrates that a student has acquired the counseling skills necessary to graduate from the program. Students must pass the fall semester

practice CCE in order to pass the Practicum Seminar course (CC597). The final CCE is completed during the spring semester (CC 598). The student must successfully pass the final CCE in order to

fulfill the requirements for the Internship Seminar course (CC598). Students must pass CC597 and CC598 to graduate from the program. The CCE is the capstone project for the program and

represents one of the most significant elements of the Masters in Counseling Psychology curriculum.

Additional information on the CCE will be provided and discussed in class.

Students may conceptualize their cases through a variety of theoretical perspectives (e.g.,

cognitive-behavioral, psychodynamic, humanistic, systems). Foundational competency in a theory should be demonstrated before integration is made. Integration is encouraged for the Final CCE.

All conceptualizations will include a list of the scholarly references used to formulate the case.

One week prior to the oral presentation (practice and Final CCE), you must submit your written CCE report (hardcopy), recording and/or packet of supporting material.

The instructor has the option to require students to re-do any portion(s) of the practice CCE and/or final CCE.

3. Students must maintain the confidentiality of all materials by removing any identifying information

from written materials and recordings. All materials containing any client information must be destroyed (e.g., shredded). Prior to presenting a case in seminar, students must provide the

professor with a Confirmation of Signed Consent & Release Form indicating that they have secured an appropriately executed consent for release of information allowing the use of case

material for seminar presentation purposes. Students may not include a copy of the actual release of information. The CCE packet cannot contain any actual signature or name of a client as that is a

breach of confidentiality.

Students will discuss specific informed consent requirements with the professor at the beginning of this seminar, and they are also expected to talk about this matter in detail with their site

supervisors at the earliest possible time.

4. Within two weeks of the start of the Fall Semester, it is expected that students will print out their Clinical Training Agreement and provide a copy to course Instructor. Contact information for

student, site supervisor, and seminar professor will be exchanged. Seminar professor and/or Director of Applied Professional Practice will make contact with supervisor.


5. Forms: Students should review all forms required by the Office of Applied Professional Practice

(e.g., Training Agreement, Evaluation and Hour Log).

At the end of each semester, the Applied Professional Practice Department reviews and electronically signs the Practicum/Internship Evaluation and Hour Log completed and submitted by the student,

practicum/internship site supervisor and practicum/internship seminar professor. Students are also expected to print out and complete a Self-evaluation using the Site Supervisor/Seminar Leader

Evaluation Form in the Applied Professional Practice database (due November 25th and April 7th).

At the end of the Spring semester (CC598), students must also complete a Site Evaluation Form.

All of these forms are available in the Applied Professional Practice Database, and all required documents must be completed and electronically signed before a passing Practicum and Internship

Seminar grade can be issued. There are no exceptions to this policy.

6. Personal Theoretical Perspective Presentation: Each student will identify and describe which counseling theoretical perspective(s) that they currently identify as their orientation and present this

in class in a 15 minute presentation on September 30th. Student should describe how they apply the theory to their own personal counseling style. In preparing the presentation students should consider

how that theory may be applied to a therapeutic relationship and/or clinical vignette.

7. Internship Self-Appraisal Paper (Due March 17th): Counselors are in the process of “becoming”; a

developmental, evolving process. Thus, it is valuable to periodically and intentionally take a first-person look at how you are developing. This is an opportunity for you to reflect upon and evaluate yourself in the following areas and to set goals for the coming semester. For each area, evaluate your

development as well as your need for improvement, and then discuss special problems or obstacles which you have encountered during this first phase of training. Use APA style, in 5 – 7 pages (excluding

the cover page), to complete your paper.

a. How has the internship experience affected your philosophical system about how people learn, develop, and change?

b. How has the internship experience affected your theoretical orientation and the emergence of

your own personal counseling theory?

c. Are you aware of your counseling style? How would you describe it?

d. How has the internship experience affected you as a person (views of people from different backgrounds, level of understanding of human behavior, etc.)?

e. How has the internship experience influenced you as a counselor? How do you see the

profession now versus in the past? How would you like to see yourself in terms of becoming a professional counselor?

f. What has been successful for you when you are working with your clients?

g. What are some of the areas that you would like to improve or to work on?

h. How do you perceive your supervision experiences – on-site supervision and at-school seminars?

i. How would you like to utilize your various forms of supervision to improve your professional

effectiveness and further stimulate your development?


j. Conclusion: how would you summarize your internship experience? Also include any other thoughts regarding your internship experience that are relevant to your self-appraisal.

What is a Check-in? A check-in provides the student time to discuss relevant issues related to internship, their professional

development, clinical cases, needs, etc. Students are required to fully participate during this time. Students either present their questions/issues and/or provide support and feedback to their peers.

Instructors may also elect to use this time to present information on a topic as it is relevant to class needs.

Engagement with classmates/feedback on presentations:

Expectation: Provides appropriate peer consultation on case presented, thoughtful feedback given No credit: No engagement, sitting mute

Full credit: Dialogue that builds upon and continues discussion taking place

Regularity of participation during check-ins: Expectation: Provides support, suggestions, recommendations

No credit: Never or very rarely offers comments, ideas or questions Full credit: Offers comments, ideas or questions more than once a class period

Respect for other class members:

No credit: Shows disrespect for others Full credit: Allows others to complete their ideas and displays courtesy even when disagreeing

with others and additionally encourages and builds up other speakers

Learning Objectives 1. Students will show a capacity for self-reflection regarding their role in the therapeutic process.

Competency: Relationship

Measure: CCE, Participation, Self-evaluation, Self-Appraisal Paper 2. Students will effectively deliver an oral presentation of their cases and CCE.

Competency: Consultation and Education Measure: Participation, Oral Defense Rubric

3. Students will effectively utilize formal and informal assessment strategies in their clinical work with their clients.

Competency: Assessment Measure: Participation, CCE

4. Students will effectively formulate cases according to an appropriate theoretical orientation and relevant to unique aspects of individual and cultural differences.

Competency: Intervention Measure: Participation, Theory Presentation, CCE

5. Students will effectively implement and revise treatment strategies in their clinical work with their clients.

Competency: Assessment Measure: Participation, CCE

6. Students will effectively apply ethical and professional standards in clinical and professional situations.

Competency: Ethical and Professional Conduct Measure: Participation, CCE and Oral Defense Rubric

7. Students will incorporate evidence based research in their Clinical Competency Examination. Competency: Research and Evaluation

Measure: CCE


Required Texts and eReserve Articles

American Psychological Association (2010). Publication manual of the American Psychological Association. Sixth edition. Washington, DC: American Psychological Association.

ISBN-10: 978-1-4338-0561-5 American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).

Arlington, VA: Author.

Meier, S. (2003). Bridging case conceptualization, assessment, and intervention. ISBN 13: 0-7619-2368-3

Bender, S., & Messner, M. (2004). Becoming a therapist. New York, NY: The Guilford Press. ISBN-10: 1572309431

Barrio, C.A. (2007). Assessing suicide risk in children: Guidelines for developmentally appropriate

interviewing. Journal of Mental Health Counseling, 29(1), 50-66.

Berger, S.S., & Buchholz, E.S. (1993). On becoming a supervisee: Preparation for learning in a

supervisory relationship. Psychotherapy 30(1), 86-92.

Buser, T.J., & Buser, J.K. (2013). The HIRE model: A tool for the informal assessment of nonsuicidal self-

injury. Journal of Mental Health Counseling, 35(1), 262-281.

Granello, D.H. (2010). A suicide crisis intervention model with 25 practical strategies for implementation.

Journal of Mental Health Counseling, 32(1), 218-235.

Granello, D.H. (2010). The process of suicide risk assessment: Twelve core principles. Journal of

Counseling & Development, 88, 363-370.

Hayes, J.A., Gelso, C.J., & Hummel, A.M. (2011). Managing countertransference. Psychotherapy, 48(1),

88-97.

Ingram, B. L. (2006). Clinical case formulations: Matching the integrative treatment plan to the

client. Wiley: Hoboken, New Jersey. ISBN 13: 978-0471743149 (Part I only e-reserve)

Knox, S., Adrians, N., Everson, E., Hess, S., Hill, C., & Crook-Lyon, R. (2011). Clients’ perspectives on

therapy termination. Psychotherapy Research, 21(2), 154-167.

Optional/Recommended Texts

Hodges, S. (2011). The counseling practicum and internship manual: A resource for graduate counseling

students. Spring: New York. ISBN: 978-0-8261-1832-5

Jongsma, A. (2006). The complete adult psychotherapy treatment planner (4th ed.). John Wiley & Sons.

Lukas, S. (1993). Where to start and what to ask: An assessment handbook. Norton: New York.

Wiger, D. E. (2009). The clinical documentation sourcebook: The complete paperwork resource for your mental health practice. (4th ed.). Wiley: Hoboken, New Jersey ** required for multiple courses ISBN 13: 978-0470527788


Course Rubric

1. Lack of Professional Competence – “Underqualified”

Action to Be Taken: FAIL/NO PASS

At this level of development, a student has not demonstrated minimal competency in the understanding, application, or ability to analyze situations or problems, implement

interventions or techniques, differentiate between clinically important and unimportant details, or apply theory in an appropriate manner. Other examples of an Underqualified level

of performance include, but are not limited to:

Insufficient or critically incomplete knowledge or understanding of the principle in question.

An inability to implement or apply basic or “foundation” techniques or skills.

Choosing or performing techniques or interventions contraindicated for circumstances.

Inability or unwillingness to receive or utilize feedback or supervision.

A student at this stage of development would require constant oversight regarding the competency in question.

2. Less than Expected Professional Competence – “Underdeveloped / Novice”

Action to Be Taken: “PROBATIONARY PASS – REMEDIATE”

At this level of development, a student has demonstrated limited competency in the knowledge

and understanding of how to analyze situations or problems and of intervention skills and the processes and techniques of implementing them. Due to lack of experience or difficulty

receiving or utilizing guidance or feedback, the use of the specific principles or techniques lack flexibility - they are not differentiated on a case by case basis, cannot be adjusted given

changing circumstances or result in limited effectiveness. Other examples of a Novice level of performance include, but are not limited to:

An ability to recognize only the most clear or obvious of patterns.

A limited ability to employ meta-cognition to understand one’s own process.

Simple or over-generalized knowledge of one’s own or others’ cultural differences.

Concrete or rote application or utilization of feedback or supervision.

A student at this stage of development would require oversight, as opposed to supervision, regarding the competency in question.

3. Intermediate/Proficient – “Average Professional Competence”

Action to be Taken: Pass

At this level of development, a student has incorporated theory and research and has coped

with enough applied experiences to recognize important, reoccurring situational components. A generalization of diagnostic and intervention skills to new situations is limited, but continues

to grow with appropriate levels of support, feedback or supervision. Other examples of an Intermediate level of performance include, but are not limited to:


An emerging ability to generate/consider hypotheses regarding clinical phenomena bridging theory and practice.

Translating supervision or feedback into similar clinical situations.

A capacity to establish clinical rapport via empathy, respect, and communicating at an appropriate

developmental or intellectual level for the client/patient.

Consistent, appropriate professional behavior and awareness of ethical or professional expectations.

A student at this stage of development would require typical amounts of oversight regarding the competency in question for someone at this level of training and integrates supervision feedback

into practice.

4. Highly Developed Professional Competence – “Advanced Professional”

Action to Be Taken: High Pass

At this level of development, a student has a considerable background of experience and can achieve an efficient grasp of a given circumstance and can zero in on specific and salient

aspects of a clinical situation without wasteful or unnecessary consideration of a large range of unfruitful, unsubstantiated, or alternative hypotheses or solutions. An expert operates from a

deep understanding of a total situation but can also relinquish erroneous or unsupported clinical hypotheses when unproved or unconfirmed. Other examples of an Expert level of

performance include, but are not limited to:

Considerable and objective meta-cognition and self-observation skills and application.

Concurrent appreciation of individual, subgroup, group, and societal differences, attitudes,

stereotypes, and the historical/socio/political implications thereof.

Effective integration and application of theory, research, and practice in application of clinical

work.

Clear understanding of personal and professional limits and strengths.

A student at this stage of development effectively integrates supervision feedback into practice,

generalizes feedback and learning to a wide variety of situations, and regularly seeks out appropriate supervision and consultation as needed and to better one’s self.

Learning Objectives

Addressed

Demonstration

Level 1

Demonstration

Level 2

Demonstration

Level 3

Demonstration

Level 4

Students will show a

capacity for self-reflection regarding their role in the therapeutic

process

Demonstrates

minimal capacity for self-reflection in the therapeutic

process

Demonstrates

some capacity for self-reflection in the therapeutic

process

Demonstrates

ample capacity for self-reflection in the therapeutic

process

Demonstrates

strong capacity for self-reflection in the therapeutic

process

Students will effectively deliver an oral

presentation of their case study (CCE)

Oral presentation of the case study

is poor


is weak


is good


is excellent

Students will effectively utilize formal and

informal assessment strategies in their

Rarely utilizes

assessment strategies in clinical work

Sometimes utilizes

assessment

Mostly utilizes


Always utilizes



clinical work with their

clients. strategies in

clinical work

Students will effectively formulate cases

according to an appropriate theoretical

orientation and relevant to unique aspects of

individual and cultural differences.

Case formulation

rarely reflects appropriate theoretical

orientation.

Case formulation sometimes

reflects

appropriate theoretical orientation.

Case formulation

mostly reflects appropriate theoretical

orientation.

Case formulation

always reflects appropriate theoretical

orientation.

Students will effectively implement and revise

treatment strategies in their clinical work with

their clients.

Rarely

demonstrates effective revision

of treatment

strategy

Sometimes


of treatment

strategy

Mostly


of treatment

strategy

Always


of treatment

strategy

Students will incorporate

evidence based research in their Clinical

Competency Examination.

Does not incorporate

evidenced based research into

CCE

Inadequately incorporates


CCE

Adequately incorporates


CCE

Effectively incorporates


CCE


Class Timeline

Class Date Learning Objectives Topic Readings and Assignments

****FALL SEMESTER****

Week 1

Introductions

Course overview Review Practicum/Internship Handbook Schedule Practice CCE oral presentations

Meier text: Introduction

Students should begin exploration of which theoretical framework(s) they will use for CCE

Week 2 1, 4

Check-in

Introduction to supervision/Self care

Review Theoretical Perspectives

Berger & Buchholz (1993)

Training Agreement submission deadline (copy should be submitted to instructor)

Week 3 3 Check-in

Risk Assessment

Granello (July 2010); Granello (Summer 2010); Barrio (2007); Buser & Buser (2013)

Week 4 1, 4 Check-in

Discuss CCE Guidelines & Expectations

Review APA Style Guidelines

Student Theory Presentations

Week 5 3

Check-in

Psychosocial History, Behavioral Observations, Mental Status

Practice Case Presentations

Bender & Messner Chapters 4 & 5

Week 6 4

Check-in

Case Formulation/Conceptualization


Ingram, Part I, p. 1-59

Meier Chapter 2

Week 7 3, 5

Check-in

Diagnosis & Treatment Planning


Meier Chapter 3

DSM-5 (2013) Appendix (p. 809-816) and Section I (p. 5-24)

Heimsch & Polychronopoulos (2013). Diagnosis in the Assessment Process.: http://ww2.odu.edu/~eneukrug/

(under DSM 5)

Week 8 1, 3, 4,

5, 6

Check-in

Multicultural Considerations

Meier Chapter 4 & 5

Review AMCD Multicultural Counseling Competencies:

http://www.counseling.org/resources/competencies/multcultural_competencies.pdf

http://ww2.odu.edu/~eneukrug/

http://ww2.odu.edu/~eneukrug/






Week 9 1-7

Check-in

Self-Examination and Analysis of Counseling Process

Meier Chapter 6

2 Case Presentations/Discussion based on practice CCE

(students) ___________________

Week 10 1-7 Check-in

Bender & Messner, Chapters 7 – 11, p. 105 – 193


(students) ___________________


Bender & Messner, Chapters 7-11, p. 105-193


(students) ___________________


3 Case Presentations/

Discussion based on practice CCE

(students) ___________________

Self-Evaluation Due

Week 13 1-7 Individual Meetings with Instructor

Each student will meet individually with instructor for feedback on Practice CCE


***** SPRING SEMESTER *****

1/13 1, 3, 4,

5, 6

Check-in

Schedule CCE oral defense presentations

Countertransference

Bender & Messner, Chapters 12 – 16, p. 197 – 290;

Hayes et al. (2011)

1/20 HOLIDAY/No Class

Bender & Messner, Chapters 12– 16, p. 197-290;

Hayes et al. (2011)

1/27 1, 3, 4,

5, 6

Check-in

Termination

Bender & Messner, Chapter 17, p. 291 – 307;

Knox et al. (2011)

Review Oral Defense: requirements & guidelines

Review Written Report

2/3 1, 3, 4,

5, 6

Check-in

Licensure, Certifications, Credentialing, and Professional Organizations

(Please be aware that Licensure Law is State specific. Be sure to research the state in which you intend to be licensed. Information available through APP and Career Services.)

Review links in eCollege

2/10 1, 3, 4,

5, 6

Check-in

2/17

1-7 Check-in

2/24 1-7 Check-in

3/3 1-7 Check-in

50 minute CCE Oral Defenses

(student) ___________________

50 minute CCE Oral Defense

(student) ___________________

3/10 1-7 Check-in


(student) ___________________


(student) ___________________


3/17 1-7 Check-in


(student) ___________________


(student) ___________________

Internship Self-Appraisal Paper Due

3/24

1-7

Check-in

Discussion of Self-Appraisal Papers


(student) ___________________

Week of 3/31 1-7 Individual Meetings with Instructor

4/7 1-7 Check-in


(student) ____________________

Self-evaluation due

4/14 1, 3, 4,

5, 6

Check-in/

Celebrate!


Grading

End of Fall (CC597): To Pass Fall Seminar, the student must:

1. Pass the Practice CCE 2. Complete satisfactory Theory Presentation 3. Have satisfactory evaluations by the Seminar Leader & Site Supervisor

4. Complete Self Evaluation 5. Consistently attend and participate in all classes

End of Spring (CC598): To Pass Spring Seminar, the student must:

1. Pass the Final CCE 2. Complete satisfactory Self-Appraisal Paper

3. Have satisfactory evaluations by the Seminar Leader & Site Supervisor 4. Complete Self Evaluation

5. Complete Site Evaluation 6. Consistently attend and participate in all classes

The Practicum and Internship Seminars are graded on a Pass/No Pass basis. In order to receive a

grade of pass, students are expected to attend all class sessions, to actively participate and complete all class assignments in a satisfactory manner, and to receive a recommendation to pass

the course by both the seminar leader as well as the site supervisor. Substandard performance indicated by either the seminar leader or the practicum site supervisor may result in a No Pass

grade for the Practicum and Internship Seminars. The student must pass the final CCE in order to receive a passing grade for CC598.

CC597: Students who fail or pass with revisions the Practice CCE will have the opportunity to redo

the practice CCE. Failure to pass the revised CCE will result in a NO PASS for the course.

CC598: Students who fail the Final CCE will receive a NO PASS for the course. Students who pass with revisions the Final CCE will have the opportunity to redo the Final CCE.

Failure to pass the revised CCE will result in a NO PASS for the course.

Learning Objective

Assignment Measurement Expected Result

Fall 2013

1- 6 Attendance & Participation Pass/Fail 95% of students will receive a Pass

4 Theory Presentation Pass/Fail 95% of students will receive a Pass

1-7 Practice CCE Pass/Fail 95% of students will receive a Pass

1-7 Seminar Leader Evaluation Pass/Fail 95% of students will receive a Pass

1-7 Site Supervisor Evaluation Pass/Fail 95% of students will receive a Pass

1 Self Evaluation Pass/Fail 95% of students will receive a Pass


Spring 2014

1-6 Attendance & Participation Pass/Fail 95% of students will receive a Pass

1 Self-Appraisal Paper Pass/Fail 95% of students will receive a Pass

1- 7 Final CCE Pass/Fail 95% of students will receive a Pass

1-7 Seminar Leader Evaluation Pass/Fail 95% of students will receive a Pass

1-7 Site Supervisor Evaluation Pass/Fall 95% of students will receive a Pass

1 Self Evaluation Pass/Fail 95% of students will receive a Pass

Additional Policies

Department Policies

Re-doing Assignments: No assignment may be redone for credit. It is expected that all final assignments will be done by students to the best of their ability and should

be considered their best effort. Allowing assignments to be redone for credit is contrary to the demands of the counseling profession and undermines students’ motivation to turn in their best work when an

assignment is due. Additionally, failure to adhere to this policy creates inconsistency across courses and course sections.

Note: this policy does not apply to those situations in which drafts of significant assignments are required

per syllabus requirements. Faculty judgment is reserved for rare situations involving emergencies or illnesses with regard to this policy.

No extra credit assignments may be given to students to raise a poor or fail ing grade.

Student Absences:

Attendance is expected and required.

In the case of an unavoidable absence, the student should inform the course instructor at least 24 hours prior to or following the absence. Failure to notify the instructor may result in

referral to the department’s Student Development Committee.

Two unexcused absences or a total of three absences will result in failure (no pass) of the

course.

Faculty judgment is reserved for emergencies/illnesses, and will be handled on a case-by-case basis. Appropriate documentation may be required.

For religious accommodation, students must inform the instructor of the accommodation request within the first two weeks of a semester.

For any absence, the student must demonstrate mastery of the material covered during the missed class. This will most likely include an additional assignment, such as a paper or project.

The instructor has the right to reduce the participation grade for tardiness.

For blended online courses, the application of this policy may be modified at the discretion of the instructor.


Class Cancellations:

Students will receive notification from the reception desk about any class cancellation (email

notification and a notice posted to the classroom door).

Students will receive notification from the instructor as to how the content of that missed class

session will be covered.

Late Assignments:

Late assignments will not be accepted and result in a 0 points, unless approved by the professor in advance. No assignments will be accepted as late unless negotiated with the instructor and accepted

by the instructor at least 1 week before the assignment is due. The assignment grade may be reduced. The decision rests with the instructor.

Incompletes:

No incompletes will be given except in truly extenuating circumstances and if negotiated in advance with the instructor. Unfinished work at the end of the term is not a sufficient circumstance to be granted an incomplete. If the instructor agrees to give a grade of incomplete, it is the student’s

responsibility to insure that the appropriate paperwork is completed and in the instructor’s hands no later than the last day of the course. Failure to provide required paperwork to the instructor by this

deadline will result in grade based on work turned in to date. NO EXCEPTIONS.

Feedback: The instructor will provide you with timely feedback within seven-ten days of assignment submission.

Individual Participation Points within role-assigned team projects:

Individuals are assigned grades based upon performance. To receive credit for team assignments, students are to participate actively with the team and contribute to the exercise. Students are also

graded on the process of team interaction/cooperation. As to process, students will want to review the Student Handbook on expected code of behavior, so that a safe and positive environment is

maintained.

Confidentiality Requirement: In accordance with the American Psychological Association’s Ethical Principles of Psychologists and

Code of Conduct, reasonable precautions must be taken to protect confidential information. “Psychologists do not disclose in their writings, lectures, or other public media confidential,

personally identifiable information concerning their client/patients, students, research participants, organizational clients, or other recipients of their services that they obtained during the course of

their work, unless 1) they take reasonable steps to disguise the person or organization, 2) the person or organization has consented in writing, of 3) there is legal authorization for doing so. (APA Ethics

Code 2002, 4.07)

Students may and are often required to relate course content to real world and work experiences. Whenever these experiences are brought into the learning process, students are to protect the confidentiality and privacy of any persons or organizations included in their

coursework. Students shall not disclose any information about a person or an organization that enables their identity unless otherwise approved or authorized as noted in the APA Ethics Code. Failure to do

so may result in referral to the Student Affairs Committee.


Institutional Classroom Policies: Students are expected to have read and to adhere to TCS Student Handbook. The following policies

especially pertinent for student learning are listed below.

Accommodation for Students Disabilities

Statement of Academic Integrity and Plagiarism

Professional Comportment

Ethical, Legal and Professional Conduct

Use of Computing Resources

Should you have any questions pertaining to these policies, please contact your advisor.

School Policies

Statement of Academic Honesty:

The Chicago School expects its students to function within an environment of trust relative to other students, faculty, staff, and administration. Moreover, the School expects all students to conduct

themselves ethically, with personal honesty, and with professionalism. Academic dishonesty violates one of the most basic ethical principles in an academic community, and will result in sanctions imposed

under the School’s disciplinary system. All incidents of academic dishonesty must be immediately referred to the Program Lead for investigation and intervention. The Student Affairs Committee may be

convened to review the student’s situation. Possible interventions and sanctions may include, but are not limited to, developing a remediation plan, placing a student on academic warning, suspending or

dismissing a student. Academic dishonesty includes, but is not limited to: CHEATING: In any form, including but not limited to, giving or receiving aid on tests, giving or receiving test materials prior to official distribution, or collaborating on assignments or exams

without instructor permission.

PLAGIARISM: The use or reproduction of another’s work without appropriate attribution. The School expects all students to produce original work in their papers, coursework, dissertation,

and other academic projects and to follow appropriate rules governing attribution.

FABRICATION: Inventing information or citations in an academic or clinical exercise.

Student Email and Use of School Technology: Each enrolled student is provided a School-sponsored email account. Students are responsible for all information communicated through email in the same way and to the same extent as if published in

hard copy and distributed through other means. Students must regularly check this account for information transmitted by various departments of the School. The School will not direct electronic

correspondence from official School email accounts to personal email addresses; students are expected to utilize the institutional email addresses for all electronic communication about School matters.

A student's continued enrollment in this course indicates his or her agreement to allow graded

assignments to be returned via the Chicago School email account when necessary. In keeping with FERPA compliance, if a student does not wish to receive graded material over email he or she must

make alternate arrangements with the instructor, such as providing self-addressed stamped envelopes to receive graded assignments by mail. No graded material will be left for pick-up or sent to a non-

School email account.

Files and email messages that travel using the School’s network are not private. A user’s privacy is superseded by the School’s requirement to maintain the network’s integrity and the rights of all

network users. For example, should the security of the network be in danger, user files and messages may be examined under the direction of the Vice President of Administration, or the Director of

Information Technology. The School reserves its right, as owner of the network and the computers in question, to examine, log, capture, archive, and otherwise preserve or inspect any messages


transmitted over the network and any data files stored on School-owned computers, should circumstances warrant such actions. All members of the community must recognize that electronic

communications are by no means secure, and that during the course of ordinary management of computing and networking services, network administrators may inadvertently view user files or

messages.

Policy on Disability Accommodation: The Chicago School complies with all laws and regulations regarding the access of disabled individuals

to education and works to insure that no qualified student with a disability is denied the benefits of, or excluded from participation in, any School program or activity. Disabled students may request

reasonable accommodations including but not limited to adaptations in the way specific course requirements are accomplished, the use of auxiliary equipment and support staff, and other

modifications including testing procedures. This request must be accompanied by appropriate documentation that establishes that the student has a specific disability and that supports the

accommodation(s) requested. The School reserves the right to select the specific aids and services it provides, as long as it deems they will be effective for the student and do not fundamentally alter the

Program or academic standards. Such aids and services are determined on a case-by-case basis in consultation with the student who has identified the need for accommodation. Please see the Director

of Student Services regarding requests for accommodation.

Religious Accommodations: Students who wish to observe religious holidays must inform their instructors in writing within the first

two weeks of each semester/term of their intent to observe the holiday so that reasonable alternative arrangements convenient to both students and faculty can be made.

Statement on Final Grades:

Some courses may use online course management software as a key component in the course experience. Such software may record grades for individual assignments for both the instructor and the student, as well as tabulate a cumulative grade based on the grading criteria for the course.

However, the only official source for final grades is the Student ePortal.


Applied Professional Practice Grading Policy

The student is required to complete the following steps in order to receive a grade for the practicum/internship seminar courses (CC597/CC598).

1. Training Agreement must be completed and electronically signed by the student

and the Site Supervisor by no later than the second week of the student’s onsite placement.

2. Students must complete and electronically sign an Hour Log by the end of the fall semester and at the end of placement. Students must keep an accurate account of time spent onsite with detailed activities as required.

3. Students must complete an Evaluation of Site at the end of placement.

If any of the above steps are not met, the student will receive a grade of “IP”. The “IP” grade will be changed to an “I” after 6 weeks of student noncompliance. Following that 6 weeks of an “I”, the grade will revert to a “NP” and the student will be required to repeat the practicum placement and seminar class. Note that the “IP” grade may be used for an extended period of time at the discretion of APP.

In order to receive a passing grade for the seminar class, the student must have a completed training agreement, passing site supervisor evaluation, passing seminar

leader evaluation, completed hour log with the required total and direct hours, and evaluation of site. If a student does not pass both the seminar and site evaluation and/or does not acquire the required amount of hours onsite, then s/he does not pass the seminar course.

Documents

Cc597 598 seminar sylllabus fall 2014 updated 27 august 13 (autosaved)